The report on the results of monitoring the implementation of Resolution No. 88/2014/QH13 and Resolution No. 51/2017/QH14 of the National Assembly on innovation of general education programs and textbooks shows that testing and assessment are identified as important and breakthrough steps in the innovation of general education programs, having a positive impact on the quality and effectiveness of education.
In the assessment report, the Ministry of Education and Training focused on directing and implementing a number of research topics;
Amending and supplementing the system of normative documents on educational quality assessment, issuing a system of regulations and guidance documents, creating a favorable legal corridor for schools and teachers in implementing innovation in student assessment towards developing qualities and capacities.
There are still many controversial issues about exams (photo by Trinh Phuc).
Student assessment has also gradually shifted from focusing on results and classifying students according to knowledge standards to considering the learning process, assessing students' progress, abilities and qualities comprehensively.
More diverse assessment forms; combining process assessment, summative assessment, with assessment participation from many parties (self-assessment, peer assessment, teacher assessment, parent and social assessment).
Monitoring results in localities show the determination of educational institutions and teachers in innovating methods of assessing educational quality, ensuring consistency, gradually becoming routine, and creating good effects.
The organization of exams and tests has gradually shifted from assessing knowledge to assessing the capacity and qualities of learners; measuring students' progress in the learning process and the level of meeting the requirements of subjects and educational activities, ensuring reliability, fairness and objectivity.
Regarding innovation in high school graduation exams and university and college admissions, the Ministry of Education and Training has reviewed and issued regulations and guidance documents to promptly organize exams in each school year.
The documents clearly stipulate the legal framework, guide the implementation process, and are adjusted every year, creating high consistency in implementation.
“In the period from 2016 to present, the organization of high school graduation exams has been carried out according to a roadmap, adjusted periodically and annually.
The exam format has gradually shifted from testing knowledge to assessing ability. Although there were violations in the organization of the 2018 high school graduation exam in some localities, the national high school graduation exam plan was generally stable, honestly reflecting the quality of teaching and learning.
The exam results will be used as a basis for university and college admissions. From 2025, students will take the high school graduation exam according to the 2018 General Education Program,” the report stated.
According to the National Assembly's monitoring report, the innovation of examination, testing and assessment methods has some shortcomings and limitations, such as the innovation of examination, testing and assessment of education quality has not kept up with the requirements of the new General Education Program.
This is a difficult task with great impact, but the preparation work lacks comprehensiveness and synchronization, the guarantee conditions are not met; the system of documents, testing, inspection and assessment tools is incomplete and lacks systematicity, leading to confusion in organization and implementation.
The guidance documents on testing and assessment are still theoretical, lacking specific instructions for teachers in designing and building assessment tools; teacher training content mainly focuses on designing matrices, test questions, and writing multiple-choice questions aimed at cognitive goals without linking competencies, especially subject-specific competencies.
Some educational managers, teachers and students have inadequate awareness of innovation in examinations, tests and assessments; their capacity to apply new assessment techniques and methods is limited; there is no professional team in educational quality assessment activities.
The multiple-choice test format has not received consensus from experts and scientists, especially in Mathematics; the quality of the test questions has not helped select capable students; the test scores may not reflect the true abilities of the candidates; it focuses on testing knowledge instead of orienting to support the development of students' qualities and abilities.
Exams, tests and assessments of competence in Natural Sciences, History and Geography at secondary school level in some educational institutions still face difficulties, mainly mechanically combining sub-subjects when teachers are assigned to teach a single subject.
The development of high school graduation exam policies has revealed many shortcomings: High school graduation exams are adjusted every year, each year a separate system of guiding documents is issued (usually including 1 Circular, 1 official dispatch), showing a lack of policy stability, making educational institutions, teachers, and students often passive.
The project "Innovation of national high school graduation exams and admission to full-time universities, colleges of education, and intermediate pedagogical schools in the period 2018-2020" (2018) which had just been issued had to be withdrawn, showing confusion in the preparation and implementation process.
The delay in issuing guidelines on the methods and content of high school graduation exams according to the 2018 General Education Program after 2025 is one of the reasons causing difficulties for students in choosing subject combinations.
Teachers are confused about adjusting teaching methods, testing methods, and assessment for grade 10 in the 2022-2023 school year; affecting the enrollment strategies of universities and colleges.
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